1

Period 9 Date of planning: 20/9/2024

UNIT 1: MY FRIENDS
Lesson 3 – Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1.Knowledge and skills - correctly pronounce the sounds of the letters a and ia
in isolation, in the words America and Australia, and
in the sentences I’m from America. and She’s from
Australia.;
- use the words America, Australia, Britain, Japan,
Malaysia, Singapore, Thailand, and Viet Nam in
relation to the topic “My friends”;
- use Where are you from? – I’m from _____. and
Where’s he / she from? – He’s / She’s from _____. to
ask and answer questions about where someone
comes from.
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “My
friends”.
- read and write about where someone comes from.
2. Competences - Communication and collaboration: work in pairs and
groups to complete the learning tasks
- Self-control & independent learning: perform
listening tasks
3. Attributes - Show pride in where they come from and great
respect for where someone comes from by using
appropriate gestures and intonation when asking and
answering about nationality.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the sentences
I’m from America. and She’s from Australia.
II. RESOURCES AND MATERIALS
- Audio tracks 13, 14, 15
- Website hoclieu.vn
- Flash cards/ posters (Unit 1)
- Computer, TV.

III. ORGANIZATION
Class Date of teaching Absent students
4A 24/9/2024
4B 25/9/2024
4C 27/9/2024

IV. PROCEDURES
Procedure Teacher’s activities Pupil’s activities
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A. WARM UP. 5 minutes

Goal -To greet each other.
-To review the song and claps the hands.
- To talk about where someone comes from.
Input - Structures: How are you today?/ How’s the weather today?
- CD the song on page 7
- The project on page 15 (Lesson 3, Activity 6) at home.
Hello, I’m …I am nine years old. I am from……
Outcome - Can greet each other.
- Can sing a song and claps the hands.
- Can talk about where he/she comes from.
Procedure - Greet the class. - Greet each other.
- Sing a song - Sing and clap the
hands.
* Play the game: Find someone who is - Play the game in 3
from … groups.
- Invite one or two groups of pupils to
come to the front of the class and play the
game Find someone who is from …
- Remind pupils to prepare for the project
on page 15 (Lesson 3, Activity 6) at
home.
- Ask pupils to talk about where he/she
comes from.
B. PRESENTATION
Activity 1. Listen and repeat. 9 minutes
Goal To correctly pronounce the sounds of the letters a and ia in
isolation, in the words America and Australia, and in the sentences
I’m from America. and She’s from Australia.
Input – The letter a, the word America and the sentence I’m from
America.
– The letters ia, the word Australia and the sentence She’s from
Australia
Outcome Pupils can correctly repeat the sounds of the letters a and ia in
isolation, in the words America and Australia, and in the sentences
I’m from America. and She’s from Australia. with the correct
pronunciation and intonation
Procedure Step 1: Have pupils point at the letter a, - Listen and repeat in
the word America and the sentence I’m chorus and individually.
from America. Play the recording for
them to listen and repeat in chorus and
individually until they feel confident.
Correct their pronunciation if necessary. - Listen
Step 2: Invite a few pupils to listen to
and repeat the sound, the word and the - Listen to and repeat
sentence in front of the class. Praise them the sound, the word and
 3

when their pronunciation is good. the sentence in front of

the class.
Step 3: Repeat Steps 1 and 2 for the - Do the same with
letters, the word and the sentence in the other letters.
second line. Go around the classroom and
correct their pronunciation if necessary.
Step 4: Have pupils work in pairs or - Work in pairs
groups, pronouncing the sounds, saying pronouncing the
the words and reading the sentences until sounds, saying the
they feel confident. words and reading the
sentences.
C. PRACTICE
Activity 2. Listen and circle. (8 minutes)
Goal To identify the target words America and Australia while listening.
Input Two gapped sentences, each with three answer options
Audio script:
1. I’m from America.
2. He’s from Australia.
Outcome Pupils can identify the target words America and Australia while
listening.
Procedure Step 1: Tell pupils the goal of the - Listen to the recording
activity. Explain that they have to listen and circle the correct
to the recording and circle the correct options.
options. Check comprehension.
Step 2: Get pupils to read the gapped -Read the gapped
sentences and guess which option can sentences and fill in the
be chosen to fill in the gaps. gaps
Step 3: Play the recording, once or - Listen and circle the
twice, for pupils to listen and circle the correct options. Then
correct options. Get pupils to swap check their answers
books with a partner and check their before checking as a class.
answers before checking as a class.
Step 4: Invite a few pupils to read - Read aloud the
aloud the completed sentences in front completed sentences in
of the class. Go around the classroom front of the class.
and correct their pronunciation where
necessary.
Activity 3. Let’s chant. (8 minutes)
Goal To say the chant with the correct pronunciation and rhythm.
Input The lyrics and recording of the chant.
Outcome Pupils can say the chant with the correct pronunciation and rhythm.
Procedure Step 1: Have pupils read the first verse - Read the first verse of
of the chant and draw their attention to the chant and draw their
the sound of the letter a in the word attention to the sound of
America and in the sentences Mary’s the letter a in the word
from America. And She’s from America. America and in the
 4

Check comprehension. sentences

Step 2: Play the recording of the first - Listen and repeat in
verse for pupils to listen. Play the chorus, groups and
recording again, linen by line, for pupils individually combining
to listen and repeat. Draw their attention clap their hands.
to the rhythm and pronunciation.
Encourage them to clap while chanting.
Step 3: Repeat Steps 1 and 2 for the - Do the same with the
second verse of the chant. Draw pupils’ second verse of the
attention to the sound of the letters ia in chant.
the word Australia and in the sentences
Ben’s from Australia. and He’s from
Australia.
Step 4: Play the recording all the way - Read the chant and
through for pupils to chant and clap clap along.
along.
D. APPLICATION AND EXPANSION (5 mins)
Game: Slap the board
- Introduce 4 new words: Canada, China, - Play the game in 3
India, Cambodia. teams.
- Divide pupils into 3 teams.
- Each team sends one representative to
the board. Teacher draws two boxes and
writes a and ia in each box.
- Students read a country name and the
representatives slap the box containing
letters a or ia according to the sound that
they hear.
- The first pupil to touch the box gets one
point.
 5

Period 10 Date of planning: 20/9/2024

UNIT 1: MY FRIENDS
Lesson 3 – Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1.Knowledge and skills - use the words America, Australia, England, Japan,
Malaysia, Singapore, Thailand, and Viet Nam in relation
to the topic “My friends”;
- use Where are you from? – I’m from _____. and
Where’s he / she from? – He’s / She’s from _____. to ask
and answer questions about where someone comes from;
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “My
friends”.
- read and write about where someone comes from.
2. Competences - Communication and collaboration: work in pairs and
groups to complete the learning tasks.
- Self-control & independent learning: read and write
about where someone comes from.
3. Attributes - Show pride in where they come from and great respect
for where someone comes from by using appropriate
gestures and intonation when asking and answering
about nationality.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the words
America, Australia, England, Japan, Malaysia, Singapore, Thailand,
II. RESOURCES AND MATERIALS
- Website hoclieu.vn
- Flash cards/ posters (Unit 1)
- Computer, TV.

III. ORGANIZATION
Class Date of teaching Absent students
4A 24/9/2024
4B 25/9/2024
4C 27/9/2024

IV. PROCEDURES
Procedure Teacher’s activities Pupil’s activities
A. WARM UP. 5 minutes
Goal -To greet each other.
-To review the chant and claps the hands.
- Review about countries, ask and answer questions about where
they are from.
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Input - Class books on page 15 and look at Unit 1, Lesson 3, Activity 4.

- Structure: Where are you from? – I’m from _____.
Outcome Can ask and answer questions about where they are from.
Procedure - Greet the class. - Greet each other.
- Invite one or two groups of pupils to the - Read the chant and
front of the class to say the chant in clap the hands.
Lesson 3, Activity 3. The rest of the class
may chant and clap along.
- Ask pupils to open their books at page
15 and look at Unit 1, Lesson 3, Activity
4.
- Ask pupils to work in pairs ask and - Ask and answer
answer the questions questions about where
Where ……. from? - ……. from ……….. they are from in pairs.

B. PRESENTATION (7 minutes)
Goal To correctly pronounce the sounds of the letters a and ia in
isolation, in the words America and Australia, and in the sentences
I’m from America. and She’s from Australia.
Input – The letter a, the word America and the sentence I’m from
America.
– The letters ia, the word Australia and the sentence She’s from
Australia
Outcome Pupils can correctly repeat the sounds of the letters a and ia in
isolation, in the words America and Australia, and in the sentences
I’m from America. and She’s from Australia. with the correct
pronunciation and intonation
Procedure Step 1: Have pupils listen and point at - Listen and point at the
the letter a, the word America and the letter a, the word
sentence I’m from America. America and the
sentence I’m from
America.
Step 2: Invite a few pupils read the - Read the sound, the
sound, the word and the sentence in front word and the sentence
of the class. Praise them when their in front of the class.
pronunciation is good.
C. PRACTICE
Activity 4. Read and tick True or False. 6 minutes
Goal To read and show understanding the sentences by deciding if the
statements are true or false.
Input - A short text about Minh and his two new friends Tony and Laura
- Four sentences with True and False boxes under the text
Outcome Pupils can read and show understanding of the sentences by
deciding if the statements are true or false.
Key: 1. True 2. True 3. False 4. False
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Procedure Step 1: Tell pupils the goal of the activity - Read the sentences
and explain that they should read the and tick True or False.
sentences and tick True or False. Whole class
Check comprehension. - Check.
Step 2: Do Sentence 1 as an example. - Read the text and find
First, have pupils read the sentence and the correct information
identify Minh’s age. Then have them read to tick the appropriate
the text and find the correct information box.
to tick the appropriate box.
Step 3: Set a time limit for pupils to do - Do the task
the task independently. Go around the independently.
classroom and offer help if necessary.
Step 4: Get pupils to swap their books - Swap their books with
with a partner and check their answers a partner and check
before checking as a class. Correct the their answers before
answers where necessary. checking as a class.
Extension: Invite one or two pupils to - Read the text and the
read the text and the sentences in front of sentences in front of the
the class. You may ask pupils to correct class.
the false sentences if necessary.
Activity 5. Let’s write. (6 minutes)
Goal To complete a gapped text about themselves and their friends.
Input A short gapped text.

Outcome Pupils can complete a gapped text about themselves and their
friends.
Procedure Step 1: Tell the class the goal of the - Read the gapped text
activity and explain that they should and fill in the gaps with
read the gapped text and fill in the gaps their own information.
with their own information. Explain that
the gaps in the text focus on their names
and age(s), their friends’ names and
where they are from. Check
comprehension. - Look at and read the
Step 2: Have pupils do the first gapped sentence and write their
sentence together as an example. Ask names in the gap.
them to read the sentence and elicit the
names. Then have them write their
names in the gap. - Complete the text
Step 3: Give pupils time to complete independently.
the text independently. Go around the
classroom and offer help if necessary. - Swap their books with a
Step 4: Get pupils to swap their books partner and check their
with a partner and check their answers answers
before checking as a class. - Read their completed
Extension: Invite one or two pupils to texts in front of the class.
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read their completed texts in front of the

class.
Activity 6. Project. (6 minutes)
Goal To make pupil cards at home and present them to the class by using
the target language
Input The pupil cards of two pupils in Unit 1. The cards contain the
pupils’ names, ages, and where they are from
Outcome Pupils can make pupil cards at home and present them to the class
by using the target language.
Procedure Step 1: Tell pupils the goal of the - Show the two pupil
activity. Explain that they have to show cards that they have
the two pupil cards that they have prepared at home and
prepared at home and present them to the present them to the
class. class.
- Work in groups of five
Step 2: Have pupils work in groups of to tell about pupil cards.
five. Each pupil shows his / her pupil
cards and tells the group about them, e.g.
This is Laura. She’s nine years old. She’s
from England. And this is Bob. He’s ten
years old. He’s from Australia. Go around
the classroom and offer help if necessary. - Show their cards and
Step 3: Invite a few pupils to show their tell the class about
cards and tell the class about them, e.g. them.
Hi. My name’s Lan. I’m from Viet Nam.
This is Laura. She’s nine years old. She’s
from England. And this is Bob. He’s ten
years old. He’s from Australia.
D. APPLICATION AND EXPANSION (5 mins)
Game: Lucky number
- Teacher divides the class into 2 teams - Play the game in 2
(boys and girls). teams (boys and girls).
- Each team takes turns to choose a
number and answer the question.
- The team that has more points is the
winner.
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Period 11 Date of planning: 20/9/2024

UNIT 2: TIME AND DAILY ROUTINES
Lesson 1 – Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1.Knowledge and skills - identify the situation between Ms Hoa – her
class, and Bill- Linh (setting, participants, topic);
- use the word “at, fifteen, forty-five, o’clock,
thirty” in relation to topic “Time and daily
routines” to talk about the time;
- use sentence pattern “What time is it? – It’s ...”
to ask and tell the time;
2. Competences - Communication and collaboration: work in
pairs and groups to complete the learning tasks
- Self-control & independent learning: perform
listening tasks
3. Attributes - Show their responsibility by noticing the time
and follow the timetable on time.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the sentence
pattern “What time is it? – It’s ...”
II. RESOURCES AND MATERIALS
- Audio tracks 16, 17
- Website hoclieu.vn.
https://www.youtube.com/watch?
v=0Yq_rztquuU
- Flash cards/ posters (Unit 2)
- Computer, TV.

III. ORGANIZATION
Class Date of teaching Absent students
4A 27/9/2024
4B 26/9/2024
4C 28/9/2024
IV. PROCEDURES
Procedure Teacher’s activities Pupil’s activities
A. WARM UP. 5 minutes
Goal -To greet each other.
-To review the song and claps the hands.
- To review about countries in Unit 1
Input - Structures: How are you today?/ How’s the weather today?
- CD the song : What time is it?
- Flash cards about countries in Unit 1.
Outcome - Can greet each other.
- Can sing a song and claps the hands.
 10

Procedure - Greet the class. - Greet each other.

- Sing the song What time is it? - Sing and clap the
- Play the game : Slap the board hands.
+ T using flash cards about countries in - Play the game in 2
Unit 1, sticks cards on the board and asks groups.
Ps to play in 2 groups.
+ T reads the word in Vietnamese, Ps
listen and slap one by one.
+ Checks and remarks.
B. PRESENTATION
Activity 1. Look, listen and repeat. 9 minutes
Goal To understand and correctly repeat the sentences in two
communicative contexts focusing on asking and telling the time.
Input – Context a:
Ms Hoa: What time is it?
Class: It’s eight thirty.
Ms Hoa: Let’s have a break.
– Context b:
Bill: What time is it?
Linh: It’s three fifteen. Let’s go into the classroom.
Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Procedure Step 1: Ask pupils to look at Pictures a - Look at Pictures and
and b and identify the characters and the identify the characters
time shown on the clocks in the pictures. and the time shown on
the clocks in the
pictures.
Step 2: Ask pupils to look at Picture a. - Look at and listen.
Play the recording for them to listen.
Step 3: Play the recording again, - Listen and repeat
sentence by sentence, for pupils to listen individually and in
and repeat individually and in chorus. chorus.
Correct their pronunciation where
necessary. Repeat the same procedure
with Picture b.
Step 4: Invite a few pairs to stand up to - Listen to and repeat
listen to and repeat the sentences in the the sentences in the
recording. recording in pairs.
Step 5: Draw pupils’ attention to the - Ask and answer about
contextual pictures. Tell pupils that the the times.
question What time is it? and the answers
It’s eight thirty. and It’s three fifteen. are
used to ask and tell the time.
C. PRACTICE
Activity 2. Listen, point and say (8 minutes)
 11

Goal To correctly say the phrases and use What time is it? – It’s _____.
to ask and tell the time.
Input – Picture cues:
a. a clock showing 6:00 AM b. a clock showing 6:15 AM
c. a clock showing 6:30 PM d. a clock showing 6:45 PM
– Speech bubbles: What time is it? – It’s _____.
Audio script:
a. six o’clock b. six fifteen c. six thirty d. six forty-five
a. A: What time is it?
B: It’s six o’clock.
b. A: What time is it?
B: It’s six fifteen.
c. A: What time is it?
B: It’s six thirty.
d. A: What time is it?
B: It’s six forty-five.
Outcome Pupils can correctly say the phrases and use What time is it? – It’s
_____. to ask and tell the time.
Procedure Step 1: Have pupils look at the - Look at the pictures and
pictures. Elicit the time on the clocks. tell the times on the
Spend a few minutes explaining how to clocks.
tell the time. Give the meaning of a.m.
and p.m., and when to say o’clock in
telling the time.
Step 2: Have pupils point at Picture a - Listen to the recording
(6:00 AM), listen to the recording and and repeat.
repeat. Repeat the same procedure with
Pictures b, c and d. Have the class point
at the pictures and repeat the time a few
times.
Step 3: Point at the first bubble and - Listen to and repeat after
have pupils listen to and repeat after the the recording.
recording (What time is it?). Point at
Picture a and have pupils listen to and
repeat after the recording (It’s six
o’clock.). Repeat the same procedure
with Pictures b, c and d. - Work in pairs to practice
Step 4: Set a time limit for pupils to asking and answering the
work in pairs to practice asking and question.
answering the question What time is it?
– It’s _____.
Step 5: Invite a few pairs to the front of - Take turns pointing at
the class to take turns pointing at the the pictures and saying
pictures and saying the questions and the questions and
answers. answers.
Activity 3. Let’s talk. (8 minutes)
 12

Goal To enhance the correct use of What time is it? – _____. to ask and
tell the time in a freer context.
Input – Picture cue: Two pupils ask and tell the time shown on different
clocks: 7:00 AM, 8:15 AM, 2:30 PM and 4:45 PM.
– Speech bubbles: What time is it? – _____.
Outcome Pupils can enhance the correct use of What time is it? – _____. to
ask and tell the time in a freer context.
Procedure Step 1: Draw pupils’ attention to the two - Listen and repeat.
speech bubbles. Read the question aloud,
and ask pupils to repeat it. Ask them to
look at the second bubble and identify - Identify what the
what the answer should be. Elicit the answer should be.
answer: It's seven o’clock. Get pupils to
repeat the questions and answers several
times.
Step 2: Set a time limit for pupils to - Look at the pictures,
work in pairs, point at the different ask and answer the
clocks in the picture, ask and tell the time times on the clocks in
using What time is it? – _____. Go pairs.
around the classroom to
observe and offer help where necessary.
Step 3: Invite some pairs to ask and tell - Ask and answer the
the time in front of the class. times on the clocks in
pairs.
D. APPLICATION AND EXPANSION (5 mins)
Preparation for the project: Tell pupils - Listen and remember
about the project on page 21. Ask them the task by drawing
to prepare for it at home by drawing some pictures in
some pictures in relation to their daily relation to their daily
routines. Remind pupils to bring their routines.
pictures to the class at Project time in
Lesson 3.
1. What have you learnt today?
2. What are the core values of the
lesson?
 13

Period 12 Date of planning: 20/9/2024

UNIT 2: TIME AND DAILY ROUTINES

Lesson 1 – Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1.Knowledge and skills - identify the specific information by listening 2
conversations in which two pupils play a game asking
and telling time to identify the time.
- use clue pictures to complete the gaps.
- recall the time by playing game Which clock says …?
2. Competences - Communication and collaboration: work in pairs and
groups to complete the learning tasks
- Self-control & independent learning: perform
listening tasks
3. Attributes - Show their responsibility by noticing the time and
follow the timetable on time.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the use clue
pictures to complete the gaps.
II. RESOURCES AND MATERIALS
- Audio tracks 18
- Website hoclieu.vn. https://www.youtube.com/watch?
v=0Yq_rztquuU
- Flash cards/ posters (Unit 2)
- Computer, TV.

III. ORGANIZATION
Class Date of teaching Absent students
4A 27/9/2024
4B 26/9/2024
4C 28/9/2024

IV. PROCEDURES
Procedure Teacher’s activities Pupil’s activities
A. WARM UP. 5 minutes
Goal -To greet each other.
-To review the song and claps the hands.
- To review about the times.
Input - Structures: How are you today?/ How’s the weather today?
- CD the song : What time is it?
- Pictures about the times on the clocks.
Outcome - Can greet each other.
- Can sing a song and claps the hands.
- Can ask and answer about the times on the clocks.
 14

Procedure - Greet the class. - Greet each other.

- Sing the song “What time is it? - Sing and clap the
- Asking and answering about the times hands.
in pairs in front of the class. - Work in pairs to ask
+ T shows some clocks on the TV. and answer about the
times on the clocks.
B. PRESENTATION (7 minutes)
Goal To understand and correctly repeat the sentences in two
communicative contexts focusing on asking and telling the time.
Input *Ms Hoa: What time is it?
Class: It’s eight thirty.
Ms Hoa: Let’s have a break.
*Bill: What time is it?
Linh: It’s three fifteen. Let’s go into the classroom.
Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Procedure Step 1: Ask pupils to look at Pictures a - Look at Pictures a and
and b again and read the context. b again and read the
context.
Step 2: Invite a few pairs to stand up to - Listen to and repeat
listen to and repeat the sentences in the the sentences in the
recording. recording.
C. PRACTICE
Activity 4. Listen and tick. 6 minutes
Goal To listen to and understand two communicative contexts in which
two pupils play a game asking and telling the time and tick the
correct pictures.
Input Picture cues:
1a. a clock showing 9:00 AM 1b. a clock showing 9:15 AM
2a. a clock showing 4:00 PM 2b. a clock showing 4:30 PM
Audio script:
1. A: Let’s play a game.
B: OK!
A: Look. What time is it?
B: It’s nine fifteen.
A: Very good!
2. A: Now what time is it?
B: It’s four o’clock.
A: No it isn’t. It’s four thirty.
Outcome Pupils can listen to and understand two communicative contexts in
which two pupils play a game asking and telling the time and tick
the correct pictures.
Key: 1. b 2. b
Procedure Step 1: Draw pupils’ attention to the - Identify the time on
pictures and ask them to identify the time the clocks.
 15

on the clocks.
Step 2: Play the recording of the first - Listen and tick the
dialogue for pupils to listen and tick the correct picture.
correct picture. Play the recording again
for pupils to listen and check their
answers. Praise pupils if they have the - Check
correct answer (Picture 1b).
Step 3: Repeat Step 2 with the second - Do the same with
dialogue. second dialogue.
Step 4: Set a time limit for pupils to swap - Swap books with a
books with a partner to check their partner to check their
answers in pairs before checking as a answers in pairs.
class.
Extension: If time allows, play the - Listen and repeat
recording, sentence by sentence, for the individually and in
class to listen and repeat individually and chorus.
in chorus. Correct their pronunciation
where necessary.
Activity 5. Look, complete and read. (6 minutes)
Goal To complete four gapped exchanges with the help of picture cues.
Input Four picture cues and four gapped exchanges to complete

Outcome Pupils can complete four gapped exchanges with the help of picture
cues.
Key: 1. ten 2. is it 3. What time; thirty 4. What time; four forty-five
Procedure Step 1: Ask pupils to look at the - Look at the pictures and
pictures and identify the time on the identify the time on the
four clocks. four clocks.
- Complete the answers
Step 2: Ask pupils to look at each using words, not numbers.
gapped exchange. Draw their attention
to the missing words and time. Remind
them to complete the answers using
words, not numbers. -Repeat the same
Step 3: Have pupils look at Picture 1. procedure with Pictures 2,
Ask them what is missing in the answer 3 and 4.
(ten). Then have them complete the gap
(It’s ten o’clock.). Repeat the same
procedure with Pictures 2, 3 and 4. - Stand up to ask and tell
Step 4: Set a time limit for pupils to the time on the clock
complete the gapped exchanges faces in pairs.
individually, then invite a few pairs to
stand up to ask and tell the time on the
clock faces.
Activity 6. Let’s play. (6 minutes)
Goal To review telling the time by playing the game Which clock
 16

says ...?
Input A picture shows two pupils playing the game. Minh says It’s three
fifteen. Mary finds the clock showing the time, points at it and says
It’s clock E!
Outcome Pupils can review telling the time by playing the game Which clock
says ...?
Procedure Step 1: Tell pupils that they are going to - Listen and remember
play a game that involves finding and the way to play.
saying which clock shows the time told
by another player.
Step 2: Invite two volunteers to stand in - Tell who is the time
front of the board. Tell them to decide teller and who is the
who is the time teller and who is the clock clock finder.
finder.
Step 3: The time teller will tell a certain - Play in pairs.
time, for example 3:15, for the other
player to find the clock which shows the
correct time by saying its letter. If it is
correct, he or she will get one point.
Every player has eight times to try. After
the first round, the time teller will become
the clock finder. All the clocks on the
board are kept for later use.
When the game is over, the player who
has the most points is the winner.
Encourage the class to cheer whenever a
player gets a point.
D. APPLICATION AND EXPANSION (5 mins)
Game: Reorder the words (PPT)
Pupils take turns to reorder the words - Play in 2 groups.
into a complete sentence.